Standard 07: Planning for Instruction
The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.
Embedded Files
Theory of Multiple Intelligences
Theory of Multiple Intelligences
In Adventures in Art (AinA), classmates Anne Hayes, Jon Rudnicki, and I were tasked with giving the 7th grade art class from Boothbay Harbor lessons involving the art show in MECA's Institute of Contemporary Art. The show was loosely design driven, and after that it was wide open for interpretation. We decided to go with the marketing idea of design and divided the class into three competing homeroom teams for a workshop. We had guest judges who were experts in their field and gave their professional insight to each teams submitted works. (7E)
I broke my team into three departments for the marketing challenge of promoting a small gourd; Commercial, Packaging, and Advertisement (7H). Using the Theory of Multiple Intelligences, I sought to identify Interpersonal intelligence, Bodily-Kinesthetic Intelligence, Musical Intelligence, and Linguistic-Verbal Intelligence. I put them in commercial department. The packaging department received those who showed Logical-Mathematical Intelligence. The advertising department obtained those with Interpersonal Intelligence and shared the Spatial intelligence with packaging. And those who had Visual-Spatial Intelligence were divided with the packaging and advertisement department. (7D,J,N) In the end the commercial department implemented the packaging's department design and keyed in on the advertising department's logo and slogan (7B).
Me discussing the agenda , all the materials we prepped for them, and what is expected for the workshop (7B)
Es & Ps ICA Slide ShowSlide show we presented to students prior their trip down to the ICA. This slide show not only prepared them for the mini lesson at their school, but also was a preview of the ICA scavenger hunt , covers the E's & P's, and the marketing challenge (7D).
Students would judge the competing homerooms by the criteria we based the entire AinA with (7C).
The Indicators
The Indicators
2.1.7. Performance – Indicators:
A teacher…
7A. Individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.
7B. Plans how to achieve student learning goals, choosing appropriate strategies and accommodations, resources and materials to differentiate instruction for individuals and groups of learners.
7 C. Develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill.
7D. Plans for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.
7E. Plans collaboratively with professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate learning experiences to meet unique learning needs.
7F. Evaluates plans in relation to short-and-long-range goals and systematically adjusts plans to meet each student’s learning needs and enhance learning.
2.1.7. Essential Knowledge – Indicators:
A teacher…
7G. Understands content and content standards and how these are organized in curriculum.
7H. Understands how integrating cross-disciplinary skills in instruction engage learners purposefully in applying content knowledge.
7I. Understands learning theory, human development, cultural diversity, and individual differences and how these impact on-going planning.
7J. Understands the strengths and needs of individual learners and how to plan instruction that is responsive to these strengths and needs.
7K. Knows a range of evidence-based instructional strategies, resources, and technological tools and how to use them effectively to plan instruction that meets diverse learning needs.
7L. Knows when and how to adjust plans based on assessment information and learner responses.
7M. Knows when and how to access resources and collaborate with others to support student learning (e.g., special educators, related service specialists, language learner specialists, media specialists, community organizations).
2.1.7. Critical Dispositions – Indicators:
A teacher…
7N. Respects students’ diverse strengths and needs and is committed to using this information to plan effective instruction.
7 O. Values planning as a collegial activity that takes into consideration the input of learners, colleagues, families, and the larger community.
7 P. Takes professional responsibility to use short-and-long-term planning as a means of assuring student learning.
7Q. Believes that plans must always be open to adjustment and revision based on learner needs and changing circumstances.
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